Rethinking Undergraduate Mathematics Education: The importance of classroom climate and self-efficacy on mathematics achievement
Keywords: mathematics education, mathematics self-efficacy, mathematics achievement, classroom climate, learner-centered environments, teacher-centered environments, literature review
AbstractGiven the growing societal demand for a more mathematically proficient work force, mathematics proficiency is viewed as a necessary component for success in todayâs world. To ensure proficiency, undergraduate institutions may need to rethink their instructional approaches to teaching mathematics. Understanding the influence of classroom climate and self-efficacy on mathematics achievement may lead to instructional practices that increase the percentage of students choosing to pursue mathematics related majors. This literature review synthesizes research that has empirically examined the influence of classroom climate and self-efficacy on mathematics achievement. This review also offers recommendations for future research and policy in the area of undergraduate mathematics.
How to Cite
Peters, M., & Kortecamp, K. (2010). Rethinking Undergraduate Mathematics Education: The importance of classroom climate and self-efficacy on mathematics achievement. Current Issues in Education, 13(4). Retrieved from https://cie.asu.edu/ojs/index.php/cieatasu/article/view/450
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